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Journal articles on the topic 'Police academy training'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Hamzelou, Jessica. "Police academy: Back in training." New Scientist 228, no. 3046 (November 2015): 10–11. http://dx.doi.org/10.1016/s0262-4079(15)31537-2.

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2

Chappell, Allison T. "Police academy training: comparing across curricula." Policing: An International Journal of Police Strategies & Management 31, no. 1 (March 7, 2008): 36–56. http://dx.doi.org/10.1108/13639510810852567.

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3

O’Neill, John, Dawn A. O’Neill, Katelyn Weed, Mark E. Hartman, William Spence, and William J. Lewinski. "Police Academy Training, Performance, and Learning." Behavior Analysis in Practice 12, no. 2 (December 18, 2018): 353–72. http://dx.doi.org/10.1007/s40617-018-00317-2.

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4

Schafer, Joseph A., and Thomas C. Castellano. "Academe versus academy: Faculty views on awarding academic credit for police training." Journal of Criminal Justice Education 16, no. 2 (October 2005): 300–317. http://dx.doi.org/10.1080/10511250500082229.

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5

Rossler, Michael T., and Michael J. Suttmoeller. "Is all police academy training created equally? Comparing natural resource officer and general police academy training." Police Journal: Theory, Practice and Principles 91, no. 2 (January 30, 2017): 107–22. http://dx.doi.org/10.1177/0032258x17692164.

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American policing is characterised by variety, including numerous specialty police departments. One specialty grouping are police tasked with environmental protection. Known as natural resources officers (NROs), little research has examined the academy training that these officers receive. Drawing upon a survey of almost 600 police training academies, the current inquiry explores curriculum differences between NRO-capable and general police academies. Findings indicate that NRO-equipped academies consist of fewer overall hours of training, are more likely to include instruction in marine patrol techniques, and do not differ on hours of training on traffic law enforcement. Implications for future research are discussed.
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6

Copay, Anne G., and Michael T. Charles. "Police academy fitness training at the Police Training Institute, University of Illinois." Policing: An International Journal of Police Strategies & Management 21, no. 3 (September 1998): 416–31. http://dx.doi.org/10.1108/13639519810228732.

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7

Lester, David. "Graduation from a Police Training Academy: Demographic Correlates." Psychological Reports 57, no. 2 (October 1985): 542. http://dx.doi.org/10.2466/pr0.1985.57.2.542.

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8

Blumberg, Daniel M., Luciano Giromini, and Laura B. Jacobson. "Impact of Police Academy Training on Recruits’ Integrity." Police Quarterly 19, no. 1 (October 2015): 63–86. http://dx.doi.org/10.1177/1098611115608322.

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9

O’Neill, John, Dawn A. O’Neill, Katelyn Weed, Mark E. Hartman, William Spence, and William J. Lewinski. "Correction to: Police Academy Training, Performance, and Learning." Behavior Analysis in Practice 12, no. 2 (January 24, 2019): 373–74. http://dx.doi.org/10.1007/s40617-019-00332-x.

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10

Obst, Patricia L., and Jeremy D. Davey. "Does the Police Academy Change Your Life? A Longitudinal Study of Changes in Socialising Behaviour of Police Recruits." International Journal of Police Science & Management 5, no. 1 (March 2003): 31–40. http://dx.doi.org/10.1350/ijps.5.1.31.11243.

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The current study tracks the social behaviour of new police recruits from pre-Academy, after six months' Academy training, through to one year into police training ( N = 177). The results showed that recruits socialise and drink more with colleagues after entering the Academy than they did pre-Academy. The way recruits drank also changed during training with a tendency towards heavier drinking sessions. Further results indicated that recruits did feel some pressure to drink to fit in and be one of the crowd. These findings, based on a longitudinal methodology suggest that the enculturation process encouraging recruits to socialise and drink with peers begins early in the training process. The findings are discussed in terms of intervention.
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11

Dulin, Adam, Linda Dulin, and Jairo Patino. "Transferring Police Academy Training to the Street: the Field Training Experience." Journal of Police and Criminal Psychology 35, no. 4 (December 9, 2019): 432–42. http://dx.doi.org/10.1007/s11896-019-09353-2.

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12

Lonsway, Kimberly A., and Susan Welch. "Witnessing an Accidental Shooting at the Police Training Academy." Women & Criminal Justice 15, no. 3-4 (July 1, 2004): 59–79. http://dx.doi.org/10.1300/j012v15n03_03.

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13

Christie, Gayre, Simon Petrie, and Perri Timmins. "The Effect of Police Education, Training and Socialisation on Conservative Attitudes." Australian & New Zealand Journal of Criminology 29, no. 3 (December 1996): 299–314. http://dx.doi.org/10.1177/000486589602900307.

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A longitudinal study was conducted to investigate the effects of education and training and early role socialisation upon police recruit attitudes. Attitude dimensions of conservatism were assessed during a preservice university semester, at the end of police academy training and following nine and 24 months police service. Multiple regression and analyses of variance revealed that the university education program had a minor effect on attitudes but subsequent exposure to the police academy and the job of policing has a more substantial and deliberalising effect. In particular, attitudes towards gays, the treatment of sex offenders and attitudes towards youth discipline and punishment became more conservative as a result of socialisation at the police academy and on the job. Results indicate a general move towards moreconservative attitudes as a result of socialisation.
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14

Ross, Darrell L., and Mark Jones. "Frequency of Training in Less-than-Lethal Force Tactics and Weapons: Results of a Two-State Survey." Journal of Contemporary Criminal Justice 12, no. 3 (August 1996): 250–63. http://dx.doi.org/10.1177/104398629601200304.

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Failing to train police officers in the use of less-than-lethal force tactics and equipment increases the police department's liability risk. Police officers in Michigan and North Carolina (N=482) responded to a questionnaire pertaining to the training their departments have provided in less-than-lethal force tactics and equipment since graduating from the police academy. A number of respondents were unaware that their department had a non-deadly force policy, and a majority of those who were aware of a policy had never been tested in its contents. Patrol officers as a group had received training in a less timely manner than supervisors. Suggestions for formulating training strategies are provided.
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15

Patterson, George T. "A Brief Exploratory Report of Coping Strategies Among Police Recruits During Academy Training." Psychological Reports 119, no. 2 (August 19, 2016): 557–67. http://dx.doi.org/10.1177/0033294116662685.

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Few longitudinal studies have investigated the use of coping strategies among police recruits. This study investigated perceived life and work stressors, appraisal, and coping over a seven-month police recruit academy training program. Participants were 81 police recruits who completed the Ways of Coping Questionnaire at three time points approximately three months apart. The average age of the recruits was 27.6 years ( SD = 5.1, range 20–51). Separate repeated measures analyses of variance were conducted to examine coping scores. Statistically significant decreases, although small, were observed in reported emotion-focused, problem-focused, and seeking social support coping strategies. Results suggested that as police recruits undergo academy training, they rely on fewer coping strategies to deal with life and work stress. More longitudinal studies are needed that assess the methods police recruits utilize to manage stress during academy training. Such results can inform stress management interventions.
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16

Lonsway, Kimberly A., Susan Welch, and Louise F. Fitzgerald. "Police Training in Sexual Assault Response." Criminal Justice and Behavior 28, no. 6 (December 2001): 695–730. http://dx.doi.org/10.1177/009385480102800602.

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This study evaluates an experimental training program at a Midwestern police academy. In Study 1, one class of police recruits participated in a typical training protocol, and two classes attended the experimental program. Outcomes were compared with quantitative measures and qualitative analysis of performance in a simulated sexual assault interview. In Study 2, outcomes were assessed (a) before the experimental program, (b) after classroom instruction but before a simulated interview, (c) after classroom instruction and a simulated interview, and (d) after classroom instruction and two simulated interviews. Results suggest that specialized training is effective in improving behavioral performance but not cognitive or attitudinal outcomes. The conclusions highlight the importance of behaviorally focused training and evaluation.
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17

Blumberg, Daniel M., Michael D. Schlosser, Konstantinos Papazoglou, Sarah Creighton, and Chief Chuck Kaye. "New Directions in Police Academy Training: A Call to Action." International Journal of Environmental Research and Public Health 16, no. 24 (December 6, 2019): 4941. http://dx.doi.org/10.3390/ijerph16244941.

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The complexities of modern policing require law enforcement agencies to expand how officers are trained to do their jobs. It is not sufficient for training to focus solely on the law or on perishable skills; such as arrest and control; defensive tactics; driving; and firearms. The present manuscript addresses the critical importance of infusing academy training with the psychological skills essential for officers to meet the contemporary challenges of police work. The authors suggest that the skills (i.e., cognitive; emotional; social; and moral) discussed in this paper may improve officers’ wellness as well as promote relationships between police officers and community members. Specific methods of incorporating these skills in academy training are offered.
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18

Alhosani, Reema M. "Epidemiology Of Training Injuries In The Abu-dhabi Police Academy." Medicine & Science in Sports & Exercise 43, Suppl 1 (May 2011): 98–99. http://dx.doi.org/10.1249/01.mss.0000402966.84014.6d.

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19

Bradford, David, and Joan E. Pynes. "Police Academy Training: Why Hasn'T It Kept Up With Practice?" Police Quarterly 2, no. 3 (September 1999): 283–301. http://dx.doi.org/10.1177/109861119900200302.

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20

Dworzecki, Jacek, and Dominik Hryszkiewicz. "The National Police Academy as a leading component of the police education system in France." Studia nad Autorytaryzmem i Totalitaryzmem 39, no. 4 (May 25, 2018): 27–43. http://dx.doi.org/10.19195/2300-7249.39.4.3.

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THE NATIONAL POLICE ACADEMY AS A LEADING COMPONENT OF THE POLICE EDUCATION SYSTEM IN FRANCEThe purpose of the study is to present the functioning of the police education system in France by the example of the organization of the National Police Academy. The authors of the material dis­cuss the management of this institution, which is the central component of the French police educa­tion system. The reader will also be presented with a selection procedure for the National Police and the forms of education and professional training offered by French police academies and training centres. The introduction to the main part of the study describes the central organizational unit of the French Police, i.e., the General Directorate of the National Police, with its headquarters in Paris.
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21

MĄDRZEJOWSKI, WIESŁAW. "THE POLICE ACADEMY IN SZCZYTNO IN DIFFICULT TIMES." PRZEGLĄD POLICYJNY 1, NUMER SPECJALNY (March 17, 2021): 122–41. http://dx.doi.org/10.5604/01.3001.0014.8093.

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In 2003–2005, the Police Academy was in the process of losing its academic status as a centre designed to prepare police executives. According to the adopted assumptions, the Academy was to become an institution preparing police personnel at the basic and specialist levels. In May 2004, the new Commandant-Rector, on the basis of opinions of the police community, research conducted in the Academy, and his own experience in service in various police units, prepared a plan to maintain the status of a university, and develop the university as a training and scientifi c centre. Thanks to the enormous work done by the school personnel and police offi cers from all over the country supporting the Academy, and thanks to the support obtained from many scientifi c centres, the programme was implemented very quickly. Comprehensive assistance was also obtained from the regional authorities and Members of Parliament from all political backgrounds. The Police Academy in Szczytno as a public service university was included in the new Higher Education Act. After a few months, the effects of these undertakings prompted the management of the Ministry of the Interior and Administration, and the National Police Headquarters to make a decision on granting the school a new statute appropriate for a higher education institution, restoring university structures and enrolling new students for previously suspended undergraduate studies for police offi cers. All of the undertakings encountered unprecedented interest.
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22

TOMASZEK, ARKADIUSZ. "PREPARATION OF POLICE OFFICERS RESPONSIBLE FOR SHOOTING TRAINING." PRZEGLĄD POLICYJNY 142, no. 2 (September 2, 2021): 303–16. http://dx.doi.org/10.5604/01.3001.0015.2512.

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Armed forces are characterised, among other things, by an extensive process of preparing offi cers to carry out the tasks imposed. Training, and then in-service training in the police, is based primarily on the experience and expertise of those responsible for it. A signifi cant role among police teachers is played by instructors, including police shooting instructors. The article describes the process of acquiring the authority to teach the indicated classes with police offi cers. Additionally, on the basis of evaluation research conducted at the Police Academy in Szczytno, taking into consideration such elements as course program evaluation, acquired knowledge and practical skills, the level of adaptation of the content of specialist course for police shooting instructors to the needs of course participants has been established.
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23

CHOROMAŃSKA, AGNIESZKA, and Justyna Jurczak. "POLICE OPERATIONS SIMULATOR IN THE CONTEXT OF EVALUATION RESEARCH CARRIED OUT AT THE POLICE ACADEMY IN SZCZYTNO IN 2014–2019." PRZEGLĄD POLICYJNY 138, no. 2 (August 27, 2020): 83–96. http://dx.doi.org/10.5604/01.3001.0014.3671.

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The main objective of the article is to present the results of the evaluation carried out among participants of a specialist training course for police operations commanders which was offered by the Police Academy in Szczytno in 2014–2019. The course in question uses a police operations simulator as a modern technology tool for responding to emergencies. Both the functionality of the simulator and a modern form of simulation training, which has replaced the previous theoretical work based on paper maps, have completely changed the methods employed for in-service training, thanks to which teaching outcomes can be achieved more effectively, and police offi cers’ skills can be developed and refi ned with practice. The use of the police operations simulator for training purposes improves police command and control systems and increases the level of in-service training received by commanding offi cers, which in turn results in an effective management of human and material resources while carrying out police operations targeted at the maintenance of public order and safety at major events, including sports events, public gatherings and ceremonies, and any different forms of disturbance to public order. Evaluated have been the following issues: assessment of the training course curriculum, the knowledge and practical skills acquired during the course, and the level of satisfaction of the respondents with their participation in the course. Of key importance has been to identify the extent to which the Police Academy’s training efforts and research projects in the area of internal security affect the development of the system of in-service training offered to police offi cers.
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24

Martin, Richard H. "A Framework of U.S. Contemporary Police Training: Select Types of Basic Training and Purpose of Field, Inservice, and Specialized Training." Journal of Education and Training Studies 8, no. 7 (June 10, 2020): 1. http://dx.doi.org/10.11114/jets.v8i7.4892.

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The article illustrates an overview of the various types of police training in the United States. It includes types of mandatory minimum annual training within the states, the purpose, importance, and benefits of various types of police training. The types of training include basic training (e.g., sponsored academy basic training and preservice self-pay basic training), field training officer (FTO), roll-call training (e.g., recent incidents, new updates), inservice training (e.g., legal updates, firearms, community policing, mental health issues, wellness), and specialized training (e.g., SWAT training, traffic enforcement, hostage and barricaded subjects, promotions, dealing with issues in the community). Relevancy of training curriculum and validation of selection criteria are| also addressed.
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25

Aushana, Christina. "Seeing Police: Cinematic Training and the Scripting of Police Vision." Surveillance & Society 17, no. 3/4 (September 7, 2019): 367–81. http://dx.doi.org/10.24908/ss.v17i3/4.8676.

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While contemporary ethnographies on policing describe the use of televisual and cinematic images as ancillary police training materials (Manning 2003; Moskos 2008), few studies have examined how these visual texts shape the practice of patrol work. One of my primary aims as an ethnographer is to find different ways of understanding everyday policing by bringing the materials that construct officers’ visual worlds under ethnographic analysis. These materials include cinematic images used in police academies to teach police recruits how to see like police officers. Attending to cinema’s mobility in training facilities where trainees learn how to screen situations, bodies, and encounters in the field can offer new insights into understanding police vision. I proceed with the knowledge that Antoine Fuqua’s 2001 film Training Day has been screened in San Diego’s police academy. While Training Day reproduces the kinds of visual practices that are part and parcel of policing praxis, I argue that an ethnographic reading of the film offers critical insight into what happens when an idealized police vision “meets the ground” in practice. I explore the productive tension between cinematic models like Training Day and everyday patrol work through an analysis of the “precarious cinema” of policing, a concept I use to understand how police officers’ engagements with Training Day reflect and reveal a mode of police vision that is often blind to the experiences of the policed, and the performance of ethnography as a visual profiling practice that offers new conceptual frames for approaching how these blinds spots manifest in the visual worlds of patrol officers. In a time when police violence and police brutality are invariably subject to the camera’s scrutiny and a scrutinizing public, the political stakes for an increasingly visible police vision include contending with, accounting for, and being answerable to its own visibility.
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Phillips, Scott W., and John P. Jarvis. "The police patrol rifle." International Journal of Police Science & Management 19, no. 2 (April 21, 2017): 72–80. http://dx.doi.org/10.1177/1461355717695321.

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This work focuses upon the training associated with patrol rifles in American police agencies. Patrol rifles are the firearms most commonly employed by tactical units, but are now often carried by police officers in their patrol cars. The inevitability thesis suggests that arming street-level officers with patrol rifles is part of the natural evolution of firearms in policing. Officers, however, must be adequately trained. Data were gathered from a broad sample of police agencies from across the country. Police officers attending the Federal Bureau of Investigation’s National Academy in the spring and summer of 2015 completed a pen and paper survey with questions about police agency training and policies regarding the use of patrol rifles. In total, 370 usable surveys were completed. Results show that over 95% of American police agencies allow street-level officers to deploy with patrol rifles. Although training is primarily provided by internal sources, officers are trained for a variety of situations in which such rifles are necessary and appropriate. A discussion of the veracity of some training is also provided.
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27

Charles, Michael T., and Anne G. Copay. "Marksmanship Skills of Female Police Recruits: Impact of Basic Firearms Training." International Journal of Police Science & Management 3, no. 4 (October 2001): 303–8. http://dx.doi.org/10.1177/146135570100300403.

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Female police officers generally have a weaker grip strength and are less familiar with firearms than their male counterparts when they enter the police academy. The study examined whether the basic law enforcement firearms class adequately prepared female officers. Police recruits coming to the Police Training Institute (PTI) with no or little firearms training were selected. The grip strength and marksmanship scores of 216 police recruits (185 men and 31 women) were measured. Both male and female recruits significantly improved their marksmanship scores by the end of the training. The female scores remained slightly but significantly lower than the male scores due to their lower grip strength.
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28

Cocke, Charles, Jay Dawes, and Robin Marc Orr. "The Use of 2 Conditioning Programs and the Fitness Characteristics of Police Academy Cadets." Journal of Athletic Training 51, no. 11 (November 1, 2016): 887–96. http://dx.doi.org/10.4085/1062-6050-51.8.06.

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Context: Police academy training must physically prepare cadets for the rigors of their occupational tasks to prevent injury and allow them to adequately perform their duties. Objective: To compare the effects of 2 physical training programs on multiple fitness measures in police cadets. Design: Cohort study. Setting: Police training academy. Patients or Other Participants: We collected data from 70 male (age = 27.4 ± 5.9 years, body weight = 85.4 ± 11.8 kg) and 20 female (age = 30.5 ± 5.8 years, body weight = 62.8 ± 11.0 kg) police cadets and analyzed data from 61 male cadets (age = 27.5 ± 5.5 years, body weight = 87.7 ± 13.2 kg). Intervention(s): Participants completed one of two 6-month training programs. The randomized training group (RTG; n = 50), comprising 4 separate and sequential groups (n = 13, n = 11, n = 13, n = 13), completed a randomized training program that incorporated various strength and endurance exercises chosen on the day of training. The periodized group (PG; n = 11) completed a periodized training program that alternated specific phases of training. Main Outcome Measure(s): Anthropometric fitness measures were body weight, fat mass, and lean body mass. Muscular and metabolic fitness measures were 1-repetition maximum bench press, push-up and sit-up repetitions performed in 1 minute, vertical jump, 300-m sprint, and 2.4-km run. Results: The RTG demonstrated improvements in all outcome measures between pretraining and posttraining; however, the improvements varied among the 4 individual RTGs. Conversely, the PG displayed improvements in only 3 outcome measures (push-ups, sit-ups, and 300-m sprint) but approached the level of significance set for this study (P < .01) in body weight, fat mass, and 1-repetition maximum bench press. Conclusions: Regardless of format, physical training programs can improve the fitness of tactical athletes. In general, physical fitness measures appeared to improve more in the RTG than in the PG. However, this observation varied among groups, and injury rates were not compared.
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29

Meier, Adrienne M., Timothy J. Arentsen, Luann Pannell, and Katharine M. Putman. "Attrition of police officers as predicted by peer evaluations during academy training." Policing and Society 28, no. 1 (January 19, 2016): 17–26. http://dx.doi.org/10.1080/10439463.2015.1128904.

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30

Marion, Nancy. "Police academy training: are we teaching recruits what they need to know?" Policing: An International Journal of Police Strategies & Management 21, no. 1 (March 1998): 54–79. http://dx.doi.org/10.1108/13639519810206600.

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31

Hartawan, Varian Dedy, Erni Setyowati, and Atik Suprapti. "PERSEPSI KENYAMANAN PARA PENGHUNI ASRAMA POLISI DI LEMBAGA PENDIDIKAN DAN PELATIHAN KEPOLISIAN REPUBLIK INDONESIA – AKADEMI KEPOLISIAN." MODUL 19, no. 1 (May 29, 2019): 33. http://dx.doi.org/10.14710/mdl.19.1.2019.33-49.

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As a primary need, shelter or boards are often to the top priority in human life which must be fulfilled after clothing and food. The Police Dormitory from Indonesian Republic Police Education And Training Institutions – Police Academy or abbreviated in Indonesian “Lemdiklat Polri – Akpol” is residential facility in the police dormitory provided for personnel and staff who teach or served in the Police Academy both members of the National Police or PNS (Goverment Employees). Not infrequently this dormitory are also inhabited more than two years by its members who serve in the Indonesian Republic Police Education And Training Instituitions – Police Academy. The majority of residents can be said to be decent enough to buy, or rent and inhabit outside the plice dormitory which has far better conditions than the police dormitory itself. This paper aims to determine the factors that make them stay at home to live there, even thought they can rent or buy more suitable home to live. The method used is mixing of qualitative methods and quantitative methods called mixed methods, and also look at the psychological and economic aspects of them. The results of the study reveal that there are a numbers of reasons for neighboring life that are safe, comfortable, economically affordable, the tranquility and natural silence in the surrounding area along with pollution – free air makes the residents still remain even though this location is far from the economic center in mainly.
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32

Farkas, Johanna, János Sallai, and Ernő Krauzer. "The History of Law Enforcement Culture in Hungary." Belügyi Szemle 68, no. 2 (September 15, 2020): 35–50. http://dx.doi.org/10.38146/bsz.spec.2020.2.3.

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In Hungary, Ágoston Karvasy was an early pioneer writing about the history of law enforcement. In his first study he defined the concept of law enforcement as a science. The idea of establishing a national police organisation was first mentioned after the reform era but it has not been realized that time but only in the year of 1872. However, the first professional journal of law enforcement was published in 1869 and the word police officer as the ʻguard of the order’ appeared in the Hungarian language in 1870. The scope of authority and jurisdiction of the Police was declared in a law passed in 1881. In 1873 the Metropolitan Police Department was established and in 1905 the Border Police and the Police Department of Fiume were established. In the period between 1945-47, the police continuously emerged. Although the State Security Office was destroyed by the revolution of October 1956 and it was not restored afterwards, it has not effected the Police itself. The organizational culture of the Police is mostly influenced by its educational and training systems. The training of the probationary police officers was approved first by the prime minister in 1884. In 1920 the training of police officers was unified on new bases by the leaders of the Ministry for Internal Affairs and the Police Department. Then the Police Academy was set up in 1948 and the Police College was established in 1971. In 2012 the University of Public Service and its Faculty of Law Enforcement were established and took over the functionalities of the Police Academy as well.
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Park, Sun-young, and Won-bin Son. "Introduction of Competency-Based Education model for the Newly Recruited Police Officer Training in Central Police Academy." Korean Police Studies Review 16, no. 4 (December 31, 2017): 71–96. http://dx.doi.org/10.38084/2017.16.4.4.

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34

James, Billy J., Will Wilson, and Michael J. McMains. "An examination of stress hardiness, dysphoria, and anger among police recruits exposed to stressful police academy training." Journal of Police and Criminal Psychology 21, no. 2 (September 2006): 37–54. http://dx.doi.org/10.1007/bf02855683.

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35

Mazur, Ihor, Ganna Bykova, Sergii Kozenko, Yurii Korneichuk, Oleksandr Khrobust, Kostiantyn Bobrik, and Ivan Mychka. "Dynamics of cadets’ thought processes under the influence of physical training and sports." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(125) (September 27, 2020): 99–102. http://dx.doi.org/10.31392/npu-nc.series15.2020.5(125).18.

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Each type of activity, each profession has its own specifics, its own characteristics and, accordingly, special requirements for professionals. To perform the tasks of the chosen profession, a person must be ready both physically and psychologically. The article investigates the level and dynamics of the mental working capacity of cadets-future police officers under the influence of physical training and sports. The study was conducted at the National Academy of Internal Affairs in 2017-2020. The study involved cadets (male) of the 1st-4th years of study (18-22 years old, n=152). Two groups were formed: experimental group (EG) – cadets who during studying were engaged in the sambo wrestling section of the academy (n=32); control group (CG) – cadets who studied according to the current program of the academic discipline "Special physical training" and did not attend additionally the sports sections of the academy (n=120). The dynamics of the cadets‟ thought processes was studied using the following methods: Bourdon-Anfimov‟s test, the "Operation with numbers" method, the "Complex associations" method. Research methods: analysis and generalization of literature sources, pedagogical testing, pedagogical observation, pedagogical experiment, methods of mathematical statistics. It was found that sambo wrestling classes are more effective, in comparison with the current program of physical training, contributes to the improvement of the thought processes among cadets-future police officers, which in general will contribute to the improvement of their future professional activity.
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KĘDZIERSKA, GRAŻYNA. "FORENSIC TECHNIQUES AT THE POLICE ACADEMY IN SZCZYTNO AFTER 1990." PRZEGLĄD POLICYJNY 2, SPECJALNY (October 7, 2021): 137–60. http://dx.doi.org/10.5604/01.3001.0015.2784.

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In 2020, it has been thirty years since the Police Academy in Szczytno was established. The article discusses how, over these years, forensic techniques have been taught through the prism of individuals, types of training courses, number of teaching hours, conferences, symposia, publications, research projects and coursebooks. The text has been prepared based on an analysis of the available printed and online publications as well as on interviews with former and current employees of the Police Academy in Szczytno. The research question to be answered is whether the process of teaching forensic techniques has changed over the last 30 years.
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Detrick, Paul, John T. Chibnall, and Michael C. Luebbert. "The Revised NEO Personality Inventory as Predictor of Police Academy Performance." Criminal Justice and Behavior 31, no. 6 (December 2004): 676–94. http://dx.doi.org/10.1177/0093854804268751.

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Preemployment psychological evaluation utilizing personality inventories is common in law enforcement settings. The Revised NEO Personality Inventory (NEO PI-R), developed from the five-factor theory of normal personality functioning, has proven useful in personnel selection. This study examined the predictive validity of NEO PI-R facet scales for predicting academic, firearms, physical, and disciplinary elements of police academy performance, as well as academy graduation. Results indicated that recruits higher in Values and lower in Excitement-Seeking did better academically, those lower in Anxiety did better at firearms, and those lower in Deliberation and Fantasy and higher in Activity did better in physical training. In a logistic regression analysis, Excitement-Seeking, Ideas, and Values predicted disciplinary memos, whereas Self-Consciousness, Altruism, Feelings, Order, Positive Emotions, and Vulnerability predicted absenteeism. Vulnerability to stress was the sole multivariate predictor of graduation. The use of the NEO PI-R as a selection instrument for police officers appears promising.
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Prokos, Anastasia, and Irene Padavic. "‘There Oughtta Be a Law Against Bitches’: Masculinity Lessons in Police Academy Training." Gender, Work & Organization 9, no. 4 (August 2002): 439–59. http://dx.doi.org/10.1111/1468-0432.00168.

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Cohen, Galia. "Public Administration Training in Basic Police Academies: A 50-State Comparative Analysis." American Review of Public Administration 51, no. 5 (April 1, 2021): 345–59. http://dx.doi.org/10.1177/0275074021999872.

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Recent controversial interactions of police with the public have become an issue of important concern for public and governmental leaders, who have openly questioned current models of police training and their effectiveness. This study is asking whether basic police academies utilize curricula that reflect the contemporary challenges of modern policing today and prepare recruits to become not only police officers but also competent and skilled, street-level bureaucrats who can provide an effective and impartial service to their increasingly diverse communities. The aim of this study is to quantify, analyze, and compare the content dedicated to the public administration domain in state-mandated basic training curricula across all 50 states. The study utilizes a mixed-methods research design with content analysis. Data were generated from 49 basic training curricula (with one state not having mandated training standards) and 17 interviews with police training officials. The result shows that despite the paradigm shift in the role of the modern-day police officer, police academies have made little to no progress in bridging the gap between the academy curriculum and the practicality of police work. On average, only 3.21% of basic training curricula are explicitly dedicated to public administration training—a training focused on public service values of fundamental importance to the practice of law enforcement. This article gives public administration scholars a voice in the national debate about the crisis in police–public relations by contributing to the literature on police training reform from a much-needed public administration lens.
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Jeter, Pamela, Susan Cronin, and Sat Bir Khalsa. "Evaluation of the Benefits of a Kripalu Yoga Program for Police Academy Trainees: A Pilot Study." International Journal of Yoga Therapy 23, no. 1 (January 1, 2013): 24–30. http://dx.doi.org/10.17761/ijyt.23.1.3x94511x3u47n0q5.

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Background: Law enforcement ranks as one of the most stressful occupations in the world. Yoga is a mind-body practice composed of postures, breathing, and meditation techniques, and is known for its beneficial effects on stress and mood disturbance. Objectives: This pilot study evaluated the effects of Kripalu yoga on perceived stress, mood, and mindfulness during police academy training. Method: Forty-two recruits participated in a 6-class yoga intervention. Participants completed the Profile of Mood States-Short Form, Perceived Stress Scale, and the Five Facet Mindfulness Questionnaire prior to and immediately following completion of the yoga program, as well as an exit survey. Results: Paired samples t-tests revealed significant postintervention changes in perceived stress and mood, reductions in tension and fatigue, and a trend toward reduced anger. Changes in mindfulness were not detected. The exit survey indicated perceived benefits of yoga for some participants. Conclusions: This preliminary study suggests that yoga may be beneficial for reducing stress, tension, and fatigue among police academy trainees. Future longitudinal randomized controlled trials are needed to evaluate its full potential as a permanent component of police academy training.
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Berendieieva, Anastasia. "UNIVERSITY EDUCATION AS A MODERN EUROPEAN TREND OF INITIAL POLICE TRAINING." Journal of International Legal Communication 1 (June 29, 2021): 246–53. http://dx.doi.org/10.32612/uw.27201643.2021.1.pp.246-253.

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The article is devoted to the issues of police education reform. Modern countries have different models of initial police training, based on their historical traditions and modern conditions of functioning of states. The author explored the current situation of police training in England, focusing on the Initial Police Learning and Development Program (IPLDP), because this program was the main among all other police training programs, but now this program is outdated. The author revealed that the current trend in the world is to increase the role of higher education institutions in the education system for training police officers. The example of England and Wales shows that the system of initial training, which is based on short-term training at the level of the police academy with subsequent service in practical units, does not meet the needs of the time and is outdated. The global trend is to reorient police training from specific practical knowledge, skills and abilities to higher education and the formation of a person with critical thinking and analytical skills, which meets the current challenges facing the police in the fight against crime. The author argues that such training can be carried out only with the involvement of higher education institutions. As examples, some empirical studies confirm this fact. It is pointed out that it is very important for a modern police officer to perform not only a profession, but also an education in this field in order to perform his / her duties. The author analyzes the opinions of foreign researchers on the advantages of university education over training in police academies. The author touches on the issue of reforming police education in Ukraine in terms of introducing a three-level model of police training and proposes to conduct additional research on both modern foreign experience and the advantages, disadvantages and prospects of the proposed model.
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Annell, Stefan, Petra Lindfors, and Magnus Sverke. "Police selection – implications during training and early career." Policing: An International Journal of Police Strategies & Management 38, no. 2 (May 18, 2015): 221–38. http://dx.doi.org/10.1108/pijpsm-11-2014-0119.

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Purpose – The cost of selecting and training new police officers is high. However, previous research has provided limited guidance on how to select the best applicants. The purpose of this paper is to enhance the understanding of the possibilities to select suitable applicants by using combinations of four common categories of selection methods, namely cognitive tests, personality inventories, physical tests, and rater-based methods (i.e. interviews). Design/methodology/approach – Using a sample of Swedish police recruits (n=750) the authors performed hierarchical multiple regression analyses, predicting four criteria – performance, satisfaction, retention, and health – at three consecutive time points (after two years of academy training, after six months of field training, and after the first work year). Findings – No group of selection methods consistently predicted all four criteria at the three time points. In most analyses more than one class of selection methods were statistically significant, but the findings did not support the use of rater-based methods. Practical implications – Instead of the common praxis of using interviews, the findings suggest an alternative praxis. This involves using the remaining information from cognitive tests, personality inventories, and general fitness tests that had been used in earlier hurdles to screen out unsuitable applicants. Originality/value – The study extends previous research by including several follow-ups, showing the value of combining different selection methods, and using alternative criteria of successful police recruitment (i.e. satisfaction, retention, and health).
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Berg, Bruce L. "First Day at the Police Academy: Stress-Reaction-Training as a Screening-Out Technique." Journal of Contemporary Criminal Justice 6, no. 2 (May 1990): 89–105. http://dx.doi.org/10.1177/104398629000600206.

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Mitrovic, Bojan, and Goran Vuckovic. "Efficiency of functional training programme on muscle strength changes of police academy male students." Bezbednost, Beograd 59, no. 1 (2017): 36–60. http://dx.doi.org/10.5937/bezbednost1701036m.

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Bang, Sungmin. "Measures to Improve the Effectiveness of the Training for New Police Officers –With a Focus on Central Police Academy." Humanities and Social Sciences 2, no. 6 (2014): 139. http://dx.doi.org/10.11648/j.hss.20140206.11.

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Conti, Norman, Adam Burston, Jesse Wozniak, and Elaine Frantz. "Criminal justice policy inside-out: An initial case study in education among police and incarcerated men." Police Journal: Theory, Practice and Principles 93, no. 3 (July 22, 2019): 248–64. http://dx.doi.org/10.1177/0032258x19860421.

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This project discusses the development and implementation of a three-credit graduate/undergraduate course, offered to police officers and incarcerated men, that would eventually become part of the city’s recruit training academy. The initial class consisted of six veteran officers and six men serving life sentences. The programme has the potential to integrate the fundamentals of restorative justice within the occupational culture of policing in order to produce direct benefits for public safety and may also be effective for building more authentic relationships between police and communities of colour. The article explains what went into creating this class, how it progressed and what resulted.
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Falecki, Janusz. "The Need to Train Local Government Administration in Ensuring Public Order and Security." Internal Security Special Issue (June 1, 2020): 25–35. http://dx.doi.org/10.5604/01.3001.0014.1567.

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In accordance with the legal regulations in Poland, local government administration is obliged to share responsibility for ensuring public order and security. However, the law does not take into account an appropriate system of preparation of the local government administration which emerges from democratic elections, to implement the statutory obligations to ensure this security. Due to the above, the role of the Police Academy in Szczytno in the support of local authorities in the implementation of tasks in the field of ensuring security and public order remains extremely important. The scope of this support should concern, among other things, the organisation of course trainings, the development of methodologies, instructions and training courses for the e-learning method, and other materials in the field of subject security, and to support local authorities in organising conferences and seminars. The above proposals to support local government administration by the Police Academy in Szczytno would result in the use of uniform forms and principles of training, and would allow for the coordination of this training at the level of municipalities and counties. The above would allow for more effective integration of all elements of the internal security system in the area of security and public order, would improve the organisation of cooperation and coordination of activities, and thus would consistently improve the efficiency of operations.
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Bondarenko, V., V. Danilchenko, N. Khudyakova, and P. Chukreyev. "Formation of special skills and skills of future law enforcement officers at the stage of professional formation." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 12(120) (December 25, 2019): 20–27. http://dx.doi.org/10.31392/npu-nc.series15.2019.12(120)19.04.

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The purpose of the work is theoretical substantiation and experimental verification of the effectiveness of the author's training methodology for future law enforcement officers, aimed at improving the level of special skills. On the basis of the analysis of the peculiarities of the patrol police officers' activity, the current normative documents that regulate the specifics of professional training of future law enforcement officers, requirements for the professional preparedness of law enforcement officers are established. It is ascertained that the professional readiness of the patrol police officer is determined by the armed knowledge of the legislative base, the formation of special motor skills, the development of professionally important features, the availability of practical experience. A thorough study of job situations shows a low, and sometimes insufficient, level of enforcement of police enforcement measures. The effectiveness of the author's training methodology aimed at increasing the level of special police officers' skills development is substantiated and experimentally tested. The essence of innovations is the introduction of specially developed situational tasks, variational situational tasks and complex development of professionally important qualities in the educational process. The study was attended by trainees of the police training course (n=61) of the National Academy of the Interior's Academy of Police Center for Primary Professional Training. In the context of the professional activity of patrol police officers, identifying the level of special skills and skills required to identify three indicators: 1) «Formation of skills and skills in self-defense tactics»; 2) «Formation of skills in fire training»; 3) «Effectiveness of scenario solving». The results of the pedagogical experiment proved the effectiveness of the author's teaching methodology. The use of the proposed innovations contributed to the development of indicators that characterized the special skills and skills of future law enforcement officers. At the end of the pedagogical experiment, a significant difference in the development of the indicators of «Formation of skills and skills in self-defense tactics» (p<0.05) and «Effectiveness of scenario solving» (p<0.001) and unreliable in the indicator of «Formation of skills in fire training» (p>0.05). Prospects for further research are to substantiate the technique of improving the special skills of patrol officers during training in the system of official training.
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Johnson, Janet Elise. "Unwilling Participant Observation among Russian Siloviki and the Good-Enough Field Researcher." PS: Political Science & Politics 42, no. 02 (April 2009): 321–24. http://dx.doi.org/10.1017/s1049096509090647.

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In 1999, on a trip to Russia to study gender violence, I was sitting in on a special training at a Moscow police academy. In between jokes about the impossibility of prostitutes getting raped, the cops-in-training could not stop focusing on me, the one American and one of three women in a rowdy room. For example, one man loudly asked me whether all Americans had cars and followed up with a comment that, of course we did, because this is where “you” (meaning me) would have sex. The training on rape and sexual harassment that I had come to observe had come to a halt because the new police were so intent on making sexual jokes. These comments felt even more threatening than they might otherwise because, a few days before, I had been picked up by the Russian police, shoved into a police car with several drunken officers, and driven around Moscow until I offered a bribe.
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Maupin, Danny J., Ben Schram, Elisa F. D. Canetti, Jay J. Dawes, Robert Lockie, and Robin M. Orr. "Developing the Fitness of Law Enforcement Recruits during Academy Training." Sustainability 12, no. 19 (September 25, 2020): 7944. http://dx.doi.org/10.3390/su12197944.

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Law enforcement is an intermittently physically demanding job, interspersed with long periods of sedentary activity. To prepare for the physical demands of the job, law enforcement agencies enlist recruits into academies with a focus on physical training. Often, academies focus on aerobic-based exercise despite anaerobic fitness being strongly correlated to occupational tasks. The objective of this article is to analyze the changes in the fitness of police recruits during academy training. Initial and final fitness test results, encompassing muscular power, strength, endurance as well as aerobic and anaerobic fitness, were measured to analyze changes in fitness. Dependent t-tests showed significant increases (p < 0.05) across all fitness tests, with a trend towards larger increases in aerobic and muscle-endurance-based tests. Recruits from this academy tended to have higher fitness results compared to other academies and were either average or below average compared to age-matched standards in the general population. Physical training should persist for recruits beyond the academy to continue to develop fitness throughout their career. Academies should add a focus on muscular strength and power training as these measures relate to occupational tasks, which may better prepare recruits for demands they will be expected to face in the field.
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